This study examined the effectiveness of matching 82 secondary students (learning disabled, remedial, and nondisabled) to differential levels of study guides. The study evaluated two treatment conditions (multilevel study guides containing different levels of referential cues, and single-level study guides without referential cues), used in…

Maggie Woodrow, Director of Access and Community Education at the Polytechnic of North London, responds to questions regarding the opening up of access to nonuniversity postsecondary education to nontraditional, academically underprepared adult students in the United Kingdom and European Community and barriers to "access education." (DMM)

Offers a critique of existing methods of assessing the human interest of basic writing textbooks, contending that most are abstract and subjective and that the more objective Flesch formula inflates texts' human-interest level. Advocates modifying existing formulas and guidelines. Suggests criteria (e.g., appropriateness of readability level) for…

The Morningside Academy in Seattle, Washington, is a remedial program for children and youth with learning problems. Working with job preparation agencies and focusing on fluency-building techniques with real-world applications, the program improves basic skills an average of two grade levels every five weeks. (SK)

Describes the use of interactive computing in a college reading/study skills course. Focuses on the use of Realtime Writer, an interactive communication system, and Word Perfect, a word processing program, to improve students' writing skills. Reviews major software and hardware components, uses of both programs, and advantages. (DMM)

Five prescriptions for the future agenda of the Alliance for Continuing Medical Education are (1) a core curriculum; (2) informatics; (3) remedial continuing medical education (CME); (4) focus on the individual learner; and (5) practice-oriented CME. (SK)

Discusses the use of computerized placement testing at Santa Fe Community College to enable students needing only a short review of reading skills to exit early from a College Preparatory Reading Class (CPRC). Describes CPRC placement, structure, curriculum, and exit criteria; the Early Exit Reading Project; and project results. (DMM)

Describes a student-centered software package designed at the University of Texas (UT) at Austin to support student writing by helping students generate ideas, improve organization and development, and improve editing capabilities. Describes UT's basic writers and presents findings from the classroom research-based program evaluation. (DMM)

This paper reviews the recent history of psychoeducational testing, examines attempts to link assessment with instruction within the information processing domain, and presents a model of a general assessment-instruction procedure that classroom and specialist teachers could use in effective remediation and instruction practices. (JDD)

Reviews the types of remedial programs offered at community colleges and the ways learning resources centers (LRCs) have been involved. Notes professional calls for more active involvement in this area. Describes a model library/developmental education program and cites examples of successful literacy programs. (DMM)

Reviews recent research concerning the use of computers in language arts instruction, reporting little impact on writing quality, but improvement in students' attitudes toward writing. Provides suggestions for effective computer use and warnings concerning their limitations and misuse in the teaching of basic writers. (DMM)

Responds to Thomas Devine's indictment of the process approach to writing instruction, arguing that teaching practices reflecting misapplication of research are often wrongly labeled the process approach and a more precise definition of the process approach should inform debates over its value. Questions Devine's conclusions. (DMM)

Describes a study of gender-based differences in community college students' writing and mathematical skills and performance in college-level writing and math classes following remedial coursework. Reports disparities favoring males in elementary algebra skills and favoring females in writing skills. Finds no gender-based differences in…

Three case examples illustrate a developmental framework of intervention techniques to remediate speech intelligibility for students with Down syndrome. The techniques address deficits in the processing of sequential information and focus on reduced hearing acuity and limited oral-motor control. (Author/JDD)

Discusses both the background and the current state of treatment of children with disabilities in Russia. Describes the theoretical basis of the modern Russian approach to disability, the current population's needs, and the existing system for referral and rehabilitation. Identifies merging trends and new perspectives on the Russian treatment of…